- •Міністерство освіти і науки, молоді та спорту україни київський національний університет технологій та дизайну
- •Англійська мова
- •Preface
- •Content
- •I theory
- •1. Articles
- •In certain expressions when we want to show how often we do something.
- •2. Plural Nouns
- •3. Personal Pronouns - There/It/One
- •4. Possessive Case
- •5. Reflexive Pronouns
- •6. Demonstratives (this/that/these/those)
- •7. Prepositions of Place – Movement
- •8. Adjectives/Adverbs
- •Irregular adverbs:
- •9. Present Simple vs Present Continuous
- •Verbs ending in -e drop the -e and add -ing.
- •Verbs ending in -ie change the -ie to -y and add -ing. Lie - lying
- •10. Past Simple vs Past Continuous
- •Irregular Verbs
- •11. Used to/Would
- •12. Past Simple vs Present Perfect
- •Interrogative
- •13. Past Simple vs Past Perfect
- •Normal order in the past or looking back to an event before a certain time in the past?
- •Signal Words
- •More exceptions with signal words When
- •14. Ways of expressing future
- •15. Reported Speech Statements
- •If the sentence contains an expression of time, you must change it as well.
- •Reported questions
- •Reported commands
- •16. Passive Voice
- •Construction of the Passive Voice
- •Use of the Passive Voice
- •Conjugation for the Passive Voice
- •17. Conditionals
- •18. Modal Verbs
- •19. Relative Clauses
- •Identifying/Non-identifying Relative Clauses
- •20. Gerund and Infinitive
- •Gerund and Infinitive (no difference in meaning)
- •Gerund and Infinitive - difference in meaning
- •II practice
- •1. Articles
- •1. Insert a, an, the or --
- •2. Choose the right variant.
- •3. Choose the right variant.
- •4. Supply the articles if they are necessary.
- •5. Insert a, an, the or --
- •6. Insert the article where necessary
- •8. Use a, an, the or 0 (no article) in the blanks.
- •9. Choose the right variant.
- •10. Choose the right variant.
- •11. Choose the right variant.
- •2. Plural Nouns
- •1. In some cases, you may think that both answers are possible, but think about the meaning of the sentence very carefully and you will change your mind!
- •2. Complete the following sentences with:
- •3. Fill the gaps with the correct form of the nouns (singular or plural).
- •4. Fill in the gaps with a few/few/little/a little.
- •5. Fill in the gaps with some, any or no.
- •6. Underline the correct item.
- •3. Personal Pronouns - There/It/One
- •1. In the following sentences, which personal pronouns are needed?
- •2. Complete the following sentences using the correct phrases from this list.
- •3. Fill in the gaps with the correct subject or object pronoun.
- •5. Correct the mistakes.
- •4. Possessive Case
- •1. Fill the gaps with the possessive case of nouns. Decide whether you have to use 's or an of phrase.
- •2. Underline the correct item.
- •4. Make full sentences using the correct possessive form, as in the example.
- •5. Fill in the gaps with a form of the verb to be and the possessive form of a noun, so that the sentences on the right mean the same as the ones on the left. Number1 is already done for you:
- •6. Fill in the correct subject/object/possessive pronouns or possessive adjectives.
- •5. Reflexive Pronouns
- •2. Ask and answer questions using the prompts, as in the example.
- •4. Complete the following sentences using a verb from the list below and a reflexive pronoun.
- •6. Demonstratives (this/that/these/those)
- •1. Choose the right variant.
- •2. Choose the right variant.
- •3. Complete the sentences with this, these, that or those.
- •4. Choose the right variant.
- •7. Prepositions of Place – Movement
- •1. Choose the right variant.
- •2. Choose the right variant.
- •3. Choose the correct preposition in each sentence:
- •4. Choose correct prepositions in the sentences below:
- •6. Choose the correct preposition in these ten sentences.
- •8. Adjectives/Adverbs
- •1. In each sentence, replace the adjective with the correct adverb (and be careful with your spelling)
- •2. Read through these ten sentences and decide which form is needed:
- •3. Fill in the correct form of the words in brackets (comparative or superlative).
- •4. Find the adjective in the first sentence and fill the gap with the adverb.
- •5. Fill in the correct form of the adjective or adverb.
- •9. Present Simple vs Present Continuous
- •1. Choose the right variant.
- •2. Present simple or present continuous
- •3. Put the verbs in brackets into the present simple or present continuous tense.
- •4. Complete the conversations using the present simple or the present continuous form of the verbs in brackets.
- •6. Choose the right variant.
- •10. Past Simple vs Past Continuous
- •1. Choose the right variant.
- •2. Look through the sentences below and see if you can decide which form of the verb is correct.
- •3. Put the verb in brackets into Past Simple or Past Continuous.
- •4. Put the verbs in brackets into the past simple or the past continuous.
- •5. Put the verbs in brackets into the past simple or past continuous.
- •6. Underline the correct item.
- •7. Put the verbs in brackets into the correct tense, past simple or past continuous.
- •11. Used to/Would
- •1. Complete the sentences with the correct form of used to and the verbs in brackets, as in the example.
- •2. Complete the sentences with used to or would. In which sentence(s) can you use both?
- •12. Past Simple vs Present Perfect
- •1. Put the verbs into the correct tense (simple past or present perfect simple).
- •2. Put the verbs into the correct tense (simple past or present perfect simple).
- •3. Choose the right variant.
- •4. Choose the right variant.
- •5. Put the verb in brackets into Past Simple or Present Perfect.
- •1. When (you see) ____ this film?
- •6. Put the verb in brackets into Past Simple or Present Perfect.
- •7. Choose the right variant.
- •8. In the following sentences, which tense is needed?
- •13. Past Simple vs Past Perfect
- •1. Supply the Past Perfect or Past Simple in the following sentences.
- •2. Choose the right variant.
- •3. Put the verbs into the correct tense (simple past or past perfect simple).
- •4. Choose the correct tense (simple past or past perfect simple).
- •5. Text. Put the verbs into the correct tense (simple past or pas perfect simple).
- •6. Choose the right variant.
- •7. Fill the gaps with the verb in brackets using either the past perfect or the past simple tenses.
- •14. Ways of expressing future
- •1. Correct the mistakes, as in the example.
- •2. Fill in the gaps with will or be going to and the verb in brackets, as in the example.
- •3. Put the verbs into the correct form (will, going to, simple present or present continuous).
- •4. Use the verbs in brackets in the correct future tenses.Use will-future, going to-future, Simple Present or Present Continuous.
- •5. Put the verb in brackets into the Present Continuous or Future Simple. Sometimes either is possible.
- •6. Put the verb in brackets into Future (will or going to).
- •7. Put the verbs in brackets into the Future (will or going to). Enter the verb too.
- •15. Reporeted Speech
- •3. Choose the right variant of converting Direct Speech into Indirect one:
- •4. Choose the right variant of converting Direct Speech into Indirect one:
- •16. Passive Voice
- •1. Choose the right variant.
- •2. Choose the right variant.
- •3. Choose the right variant.
- •4. Choose the right variant.
- •5. Choose the best way to complete these passive voice sentences.
- •6. Choose the right variant.
- •17. Conditionals
- •1. Which type of the Conditional sentences is used?
- •2. Finish the sentences. Use the correct phrases.
- •3. Put in the correct verb forms.
- •4. Complete the sentences.
- •5. Put in the correct verb forms.
- •6. Choose the right variant.
- •7. Choose the right variant.
- •8. Choose the right variant.
- •11. Choose the right variant.
- •12. Now complete the following statements by choosing the correct missing word:
- •18. Modal Verbs
- •2. Choose the right variant.
- •3. Choose the right variant.
- •4. Insert the appropriate modal verb.
- •5. Insert the appropriate modal verb.
- •6. Insert the appropriate modal verb.
- •7. Insert the appropriate modal verb.
- •8. Choose the right variant.
- •9. Choose the right variant.
- •19. Relative Clauses
- •1. Choose the right variant.
- •2. Choose the correct relative pronoun (who, which, whose).
- •3. Complete the sentences using relative clauses. Use who and which.
- •4. Fill in the gaps with who, which or whose, then answer the questions.
- •5. Correct the mistakes.
- •6. Fill in when, where or why.
- •7. Fill in where or which/that.
- •8. Fill in the correct relative pronoun or adverl
- •20. Gerund and Infinitive
- •1. Gerund or Infinitive
- •2. Gerund or Infinitive
- •3. Choose the correct form of the verb. Circle the letter а, в or c.
- •4. Choose the right variant.
- •5. Choose the right variant.
- •6. Choose the right variant.
- •7. Put the verb in brackets into a correct form. (gerund or infinitive)
- •8. Put the verb in brackets into gerund or infinitive
- •1. Circle the correct item.
- •2. Circle the correct item.
- •3. Choose the right answer:
- •4. Which is incorrect?
- •List of Irregular Verbs
2. Plural Nouns
When you refer to more than one noun, you use the plural form of that noun.
The plural of a noun is usually formed by adding an 's' at the end of the word. For example: the plural of cat is cats; the plural of flower is flowers, and the plural of computer is computers.
If the word ends in s, x, z, ch, or sh, the plural is usually formed by adding 'es.' This is because when you add an 's' to the end of these words, you have to add an extra syllable to the the word in order to prounounce it. For example: the plural of boss is bosses, the plural of box is boxes, the plural of buzz is buzzes, the plural of lunch is lunches, and the plural of brush is brushes.
Not all plurals end in 's' or 'es'. Irregular nouns are those that do not use the regular plural ending. The following are some irregular plurals.
|
Type of Noun |
Rule for Forming the Plural |
Examples |
Exceptions |
|
Word ends in s, x, ch, or sh |
Add 'es' to the end |
arch/arches, atlas/atlases, ax/axes, bash/bashes, bench/benches, bias/biases, botch/botches, box/boxes, brush/brushes, bunch/bunches, bus/buses, bush/bushes, canvas/canvases, catch/catches, church/churches, class/classes, compass/compasses, crash/crashes, cross/crosses, dais/daises, dish/dishes, dress/dresses, equinox/equinoxes, etch/etches, fetch/fetches, fix/fixes, fox/foxes, gas/gases, grass/grasses, itch/itches, kiss/kisses, larch/larches, lash/lashes, latch/latches, mantis/mantises, march/marches, marsh/marshes, mash/mashes, mass/masses, match/matches, moss/mosses, mix/mixes, pass/passes, patch/patches, pox/poxes, radish/radishes, sash/sashes, sketch/sketches, starch/starches, stitch/stitches, tax/taxes, touch/touches, trash/trashes, twitch/twitches, vehicle/vehicles, wish/wishes, witch/witches, wrench/wrenches |
axis/axes, ox/oxen |
|
Word ends in z |
Add 'zes' to the end |
buzz/buzzes, fizz/fizzes, klutz/klutzes, quiz/quizzes, topaz/topazes, waltz/waltzes |
|
|
Ending in 'y' preceded by a vowel |
Add an 's' |
alley/alleys, attorney/attorneys, essay/essays, boy/boys, delay/delays, guy/guys, jay/jays, key/keys, osprey/ospreys, play/plays, ray/rays, stray/strays, toy/toys, tray/trays, turkey/turkeys, valley/valleys, way/ways |
|
|
Ending in 'y' preceded by a consonant |
Change the final 'y' to 'ies' |
ally/allies, army/armies, baby/babies, beauty/beauties, berry/berries, cherry/cherries, city/cities, colony/colonies, country/countries, dictionary/dictionaries, duty/duties, enemy/enemies, fairy/fairies, family/families, ferry/ferries, fly/flies, gallery/galleries, history/histories, injury/injuries, jelly/jellies, kitty/kitties, lady/ladies, lily/lilies, navy/navies, history/histories, party/parties, pony/ponies, reply/replies, secretary/secretaries, sky/skies, spy/spies, story/stories, study/studies, symphony/symphonies, theory/theories, trophy/trophies, try/tries, university/universities, variety/varieties, victory/victories |
|
|
Ends with 'f' or 'fe' (but not 'ff' or 'ffe') |
Change the 'f' or 'fe' to 'ves' |
calf/calves, elf/elves, half/halves, hoof/hooves, knife/knives, leaf/leaves, life/lives, loaf/loaves, knife/knives, loaf/loaves, scarf/scarves, self/selves, shelf/shelves, wife/wives, wolf/wolves |
belief/beliefs, chef/chefs, chief/chiefs, dwarf/dwarfs, grief/griefs, gulf/gulfs, handkerchief/handkerchiefs, kerchief/kerchiefs, mischief/mischiefs, muff/muffs, oaf/oafs, proof/proofs, roof/roofs, safe/safes, turf/turfs |
|
Ends with 'o' |
Add 'es' |
buffalo/buffaloes, cargo/cargoes, echo/echoes, embargo/embargoes, grotto/grottoes, hero/heroes, mosquito/mosquitoes, motto/mottoes, potato/potatoes, tomato/tomatoes, torpedo/torpedoes, veto/vetoes, volcano/volcanoes, zero/zeroes |
albino/albinos, armadillo/armadillos, auto/autos, cameo/cameos, cello/cellos, combo/combos, duo/duos, ego/egos, folio/folios, halo/halos, inferno/infernos, lasso/lassos, memento/mementos, memo/memos, piano/pianos, photo/photos, portfolio/portfolios, pro/pros, silo/silos, solo/solos, stereo/stereos, studio/studios, taco/tacos, tattoo/tattoos, tuxedo/tuxedos, typo/typos, veto/vetoes, video/videos, yo/yos, zoo/zoos |
|
Irregular |
Variable |
child/children, die/dice, foot/feet, goose/geese, louse/lice, man/men, mouse/mice, ox/oxen, person/people, that/those, this/these, tooth/teeth, woman/women |
|
|
Ends with 'is' (from a Greek root) |
Change final 'is' to 'es' |
analysis/analyses, axis/axes, basis/bases, crisis/crises, ellipsis/ellipses, hypotheses/hypothesis, neurosis/neuroses, oasis/oases, paralysis/paralyses, parenthesis/parentheses, synopsis/synopses, synthesis/syntheses, thesis/theses |
|
|
Ends with 'us' (if the word is from the Latin) |
Change final 'us' to 'i' |
alumnus/alumni, bacillus/bacilli, cactus/cacti, focus/foci, fungus/fungi, locus/loci, nucleus/nuclei, radius/radii, stimulus/stimuli, syllabus/syllabi, terminus/termini, torus/tori |
abacus/abacuses, crocus/crocuses, genus/genera, octopus/octopuses (not octopi, since octopus is from the Greek language), rhombus/rhombuses, walrus/walruses |
|
Ends with 'um' |
Change final 'um' to 'a' |
bacterium/bacteria, curriculum/curricula, datum/data, erratum/errata, gymnasium/gymnasia, medium/media, memorandum/memoranda, ovum/ova, stratum/strata |
album/albums, stadium/stadiums |
|
Ends with 'a' but not 'ia' (from a Latin root) |
Change final 'a' to 'ae' |
alga/algae, alumna/alumnae, antenna/antennae, larva/larvae, nebula/nebulae, pupa/pupae (or pupas), vertebra/vertebrae, vita/vitae |
agenda/agendas, alfalfa/alfalfas, aurora/auroras, banana/bananas, barracuda/barracudas, cornea/corneas, nova/novas, phobia/phobias |
|
Ends with 'on' (from a Greek root -- not 'tion') |
Change final 'on' to 'a' |
automaton/automata, criterion/criteria, phenomenon/phenomena, polyhedron/polyhedra |
balloon/balloons, carton/cartons and many, many others |
|
Ends with 'ex' |
Change final 'ex' to 'ices' |
vertex/vertices, vortex/vortices |
annex/annexes, complex/complexes, duplex/duplexes, hex/hexes, index/indexes or indices |
|
Unchanging |
Singular and plural are the same |
advice, aircraft, bison, corn, deer, equipment , evidence, fish (sometimes), gold, information, jewelry, kin, legislation, luck, luggage, moose, music, offspring, sheep, silver, swine, trousers, trout, wheat |
|
|
Only the plural exists |
Unchanging |
barracks, bellows, cattle, congratulations, deer, dregs, eyeglasses, gallows, headquarters, mathematics, means, measles, mumps, news, oats, pants, pliers, pajamas, scissors, series, shears, shorts, species, tongs, tweezers, vespers |
|
|
Compound nouns |
The plural ending is usually added to the main noun |
attorney general/attorneys general, bill of fare/bills of fare, chief of staff/chiefs of staff, court-martial/courts-martial, daughter-in-law/daughters-in-law, father-in-law/fathers-in-law, full moon/full moons, he-man/he-men, journeyman/journeymen, lady-in-waiting/ladies-in-waiting, lieutenant colonel/lieutenant colonels, maid-of-honor, maids-of-honor, master-at-arms/masters-at-arms, middle class/middle classes, mother-in-law/mothers-in-law, post office/post offices, secretary of state/secretaries of state, sergeant major/sergeants major, son-in-law/sons-in-law, passer-by/passers-by, she-wolf/she-wolves, stepsister/stepsisters, ten-year-old/ten-year-olds |
|
Note: Collective nouns are words for a group of items or beings. For example, a group of cows is called a herd, a group of baseball players is called a team, and a group of ants is called a colony.
Some/Any/No
Could we have some water, please?
We use some, any and no with uncountable nouns (juice, water, etc) and plural countable nouns (pens, keys, etc), some juice, some pens
Some means enough. We use some in positive statements.
He’s got some bread. (= He’s got enough bread.) She’s got some biscuits.
We use any in questions and not any in negations.
Have you got any tea? We haven’t got any coffee.
We can use no instead of not any in negations.
They haven’t got any milk. (= They’ve got no milk.)
We use some in questions when we are making an offer or a request.
Would you like some coffee? (offer)
Can l have some juice, please? (request)
|
|
Affirmative |
Interrogative |
Negative |
|
Countable |
some |
any |
not any/no |
|
Uncountable |
some |
any |
not any/no |
A Few/Few - A Little/Little
We use a few/few with plural countable nouns (apples, pears, etc).
A few means not many, but enough.
I’ve got a few eggs. I'll make an omelette.
Few means hardly any/almost none and can go with very for emphasis.
(Very) few people shop here because the service is bad.
We use a little/little with uncountable nouns (milk, honey, water, etc). A little means not much, but enough.
I’ve got a little time. Shall we meet today?
Little means hardly any/almost nothing and can go with very for emphasis.
I’ve got (vet7) little time this week. I’m very busy.
Can I ask you a few questions?